HISTORICAL BACKGROUND OF THE POLICIES OF CONTINUING EDUCATION OF PARANÁ: CHARACTERISTICS AND EXPERIENCES FROM 1999 TO 2006

Abstract

The present study had as objective the rescue of the historical context of educational policies for the ongoing training of education professionals in the state of Paraná, in the period from 1999 to 2006. It was in this context, more specifically at the end of the year 2005, which was the Program of Educational Development – PDE/PR. Such a program refers to a process of continuing formation, whose assumptions are anchored in the appreciation and recognition of teachers; improvements both in the teaching/learning processes, as in the decision-making processes concerning the management of the school and training is integrated with the Higher Education Institutions (HEIS). Such assumptions, articulate a conception of teacher as professional and teaching not more, as a coach. In view of this, it becomes disturbing and relevant to check, what were the purposes of the programs of continuing formation, prior to the PDE/PR? Considering the methodology of the cycle of policies (MAINARDES, 2006), to understand the context of the influence of the creation of the PDE/PR., we turn to the literature review on the process of policy formulation and the characteristics and experiences of ongoing formation in the Government Jaime Lerner (1999, 2002) and in Government-Roberto Requião (2003 to 2006). It was found that several projects and formative proposals were developed, until the creation of the PDE/PR. However, the essence of the bias of the neoliberal prevailed, because the actions of the State for the training were indicated by the State Secretary of Education, and the teachers job was only to fulfill a set of roadmaps, studies and preparing reports. The proposals prioritized the bias of awareness to develop technical activities and boost the efficiency and effectiveness of the system, increasing the productivity of teachers and diminishing their intellectual capacity and critical. The emergence of the PDE, from the claim of the representatives of the Teachers Union, it distinguishes itself from the continuous training programs of technical and functionalists which were being carried out. The text, in which, are the assumptions of the conceptual, the reasoning of the political-pedagogical, the integrated plan of continuous training and evaluation of the learning of the PDE/PR portrays a conception of continuing education, whose goal is to enhance the knowledge of teaching, the situations experienced in the scope of their practice, as well as to encourage the teaching, the research and after the intervention in the school reality.